Literacy in Action Module 5 Reading Fluency and

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Literacy in Action Module 5Reading Fluency and

• Reflections on Module 4
• Close and Critical Reading

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CCR Reflection

• Share with your table partners the result of
  your work with close and critical reading.
• What did you notice about the students while
  employing close and critical reading?
• engagement
• thinking
• sharing

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Revisiting Fluency in Adolescent Literacy

• Literacy in Action
• Module 5

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• Goals for Module 5
• You will
• Understand the importance of focusing on reading
  fluency
• Experience fluency instructional strategies and
  fluency assessment
• Develop a plan for supporting fluency development
  in MS and HS content area courses
• National Institute for Literacy, What Content
  Area Teachers Should Know about Literacy, p. 11

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• Fluency
• the ability to read text accurately and smoothly
  with little conscious attention to the mechanics
  of reading.
• Fluent readers read text with appropriate
• automaticity
• rate/speed
• accuracy
• prosody
• proper intonation and expression
• variation in rhythmic and tonal aspects of speech
  (pitch, loudness, speed, rhythm, and pause),
  which provide the spoken equivalent of written
  text
• National Institute for Literacy, What Content
  Area Teachers Should Know about Literacy, p. 11

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Reading Fluency A Bridge Between Decoding and
Text Comprehension Readers must decode and
comprehend to gather information from text. If
the speed and accuracy of decoding words are
hindered, comprehension is compromised.
National Institute for Literacy, What Content
Area Teachers Should Know about Literacy, p. 11
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• As fluent oral readers, we
• chunk words into meaningful groups
• vary the pitch and the intonation patterns of our
  voice
• place stress on some words but not on others
• punctuate our speech with pauses and rising
  inflections to indicate thought breaks or
  questions
• Effective oral readers can also transfer these
  skills to silent reading.
• Literacy Strategies for Grades 4 12, Karen
  Tankersley ASCD 2005

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Participant Engagement

• Read a challenging (dense, unfamiliar) text
• Write a short summary
• Discuss challenges and fluency issues

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Participant Engagement

• Identify position on Fluency Continuum Transition
  Chart

Important Transitions Ch. 7 Recognizing Change
over Time in Fluent Reading in Teaching for
Comprehending and Fluency, Fountas and Pinnell
(2006)
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Important Transitions Ch. 7 Recognizing Change
over Time in Fluent Reading in Teaching for
Comprehending and Fluency, Fountas and Pinnell
(2006)
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Fluency Discussion

• Discuss the idea that fluency is not a stage.
  When have you been a less-than-fluent reader
  yourself? What strategies did you use to get
  through the difficult material?
• In what ways do you provide modeling and feedback
  to your students?
• Consider at least two strategies that you could
  use with students to provide modeling or
  feedback.
• To improve reading, students have to read more.
  How might you increase the amount of time that
  students actually spend reading in your classroom
  or school?
• Where do most of your students fall on the
  fluency rubric? What strategies are you using to
  ensure fluency development?

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• Fluency Challenges for Adolescent Readers
• Struggling readers
• lack fluency, read slowly, and often stop to
  sound out words.
• may reread sections of texts to gain
  comprehension.
• may spend so much time and cognitive energy
  decoding individual words that their focus is
  drawn away from comprehension.
• Important Transitions Handout

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• Factors Influencing Fluency
• the level of text difficulty
• the degree of familiarity the reader has with the
  words, content, and genre of the text
• the amount of practice with the text
• the readers metacognitive abilities
• the readers motivation and engagement

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• Why should middle school teachers focus on
  fluency?
• Bridge between word recognition and comprehension
• Fluent readers at MS
• Read 100-160 wpm
• Have automatic word recognition skills
• Group words into meaningful phrases or chunks
• Read with expression
• Make few word identification errors and usually
  self-correct when they do make errors
• Understand what they read
• - Train students to read effortlessly free
  to focus on comprehension
• Notes from Reading Teachers Sourcebook (Chapter
  8 Fluency)
• http//www.meadowscenter.org/vgc/downloads/middle_
  school_instruction/RTS_Ch8.pdf

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Building Reading Stamina Increased reading
volume ? CCR Being able to read complex text
independently and proficiently is essential for
high achievement in college and the workplace and
important in numerous life tasks if students
cannot read challenging texts with understanding
if they have not developed the skill,
concentration, and stamina to read such texts
they will read less in general. To grow, our
students must read lots, and more specifically
they must read lots of complex textstexts that
offer them new language, new knowledge, and new
modes of thought(Adams) CCSS Appendix A,
p. 4
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• Six Dimensions of Fluency
• Pausing the way readers voice is guided by
  punctuation
• Phrasing the way readers put words together in
  groups to represent the meaningful units of
  language
• Stress emphasis readers place on particular words
  (louder tone) to reflect the meaning as speakers
  would do in oral language
• Intonation way reader varies the voice in tone,
  pitch, and volume to reflect the meaning of the
  text (expression)
• Rate pace at which the reader moves through the
  text
• Integration the way reader consistently
  orchestrates pausing, phrasing, stress,
  intonation, and rate
• (Fountas and Pinnell Teaching for Comprehending
  and Fluency, p. 69)

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• Reflection
• What conclusions can you make regarding the focus
  of fluency instruction in your building,
  department/grade level, and classroom?
• What activities do you include in your
  instruction that assist students in becoming
  fluent readers? Do I provide time for fluency
  instruction?
• In your building, department/grade level, and
  classroom, how do you monitor students fluency?
  
• From News you Can Use - Reading Fluency What,
  Why, and How?
• by Mike Dunn

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• Perspectives on Fluency Instruction
• Developmental View focuses on acquisition of
  basic constituents of reading fluency
• - accuracy, pace, reading with
  expression
• - students develop fluency along with
  comprehension
• Linguistic View focuses on how language works,
  including phrasing and intonation
• How phrases and sentences influence meaning
• Increased reading prosody
• Automaticity View role of automaticity of basic
  component skills, and how students can
  instinctively associate what words look like with
  what they mean
• Reading Fluency Revisited (Fluency Instruction
  Research-Based Best Practices, Pt. I Fluency
  Theory, Fluency Research, Ch. 5, B. Walker, K.
  Mokhtari, S. Sargent) p. 76-86

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• Perspectives on Fluency Instruction
• Note Bolded strategies included in Module 5
• Developmental View
• - Shared Reading Model Fluent Reading
• Fluency Development Lesson (FDL) focuses on
  improving comprehension
• Focuses on performance and word study
• Reread short passage several times
• Guided Reading -- Wide and Deep Reading
  Responsive Reading
• Linguistic View
• Deep Reading
• Marking and Modeling Phrase Boundaries
• Sentence Combining
• Performance Reading (Readers Theatre, Choral,
  Recitation)
• Automaticity View
• - Repeated Readings
• Paired Reading
• Assisted Reading (Teacher, Tape, Peer)
  

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• Assessing Reading Fluency
• Monitoring Fluency Development
• Three components of fluency
• Accuracy - accurate decoding of words in text
• Automaticity - decoding words with minimal use of
  attentional resources
• Prosody - the appropriate use of phrasing and
  expression to convey meaning.

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• Assessment of Reading Fluency
• Developmental View
• - Multidimensional Fluency Scale (NAEP)
• Linguistic View
• Cloze Procedure
• NAEP Fluency Scale
• Automaticity View
• - Rate and Accuracy Assessment (CBM/ORF)
• Reading Fluency Revisited (Ch. 5, Fluency Theory,
  Fluency Research) p. 76-86

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• Model Fluent Oral Reading Shared Reading
  (Handout)
• Pale Blue Dot (Excerpt) by Carl Sagan
• Read by Carl Sagan
• https//www.youtube.com/watch?vnl5dlbCh8lY
• Just listen to first reading
• Note inflections, pauses, phrasing, emphasis
• For second reading, follow along with transcript
• (slightly different than GHR text)

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Guided Highlighted Reading http//www.readingtoth
ecore.com/ghr.html

• Guided highlighted reading for
• Summary
• Authors craft text features
• Vocabulary
• Critical Analysis
• Addressed in Modules 2, 3, and 4
• GHR prompts and activities included for some
  texts used for fluency development in Module 5
• Texts will be used again in Module 6 Beyond CCR
  and Assessment

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• Modeling and Repeated Reading
• Students need to hear explicit models of fluent
  reading.
• Kelly Gallaghers Reading Minute
• Teacher (later in year, student) shares an
  interesting short text (poetry, newspaper,
  magazine, excerpt from current novel)
• Models fluent reading
• Students listen, then write a one-sentence
  summary or thesis statement for the Reading
  Minute selection
• http//www.stenhouse.com/assets/PDFs/0356ho.pdf
•  
• as described in Reading Reasons Motivational
  Mini-Lessons for Middle and High School by Kelly
  Gallagher

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• Modeling and Repeated Reading
• Students need to hear explicit models of fluent
  reading.
• Adapted Reading Minute Activity for Module 5
• Collect readings appropriate to your content area
  
• Read orally to students one to five minutes every
  day
• Provide copies for students to follow along
• In pairs, students re-read the selection aloud
  (paired repeated reading)
• Students time paired reading (note mistakes)
• Note number of words read in one minute on first
  and second reads (see example)
• Record WCPM on Fluency chart
• (Each student writes a one-sentence summary)

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• Partner Reading (as described in Reading Teachers
  Sourcebook)
• Students read and reread text with partners.
• Assign partners.
• Assign text on the instructional level of the
  lower-level reader.
• Teach partner reading routine.
• Partner 1 reads first paragraph. Partner follows
  along.
• Partner 2 reads the same paragraph.
• Students briefly discuss what they just read by
  retelling what happened or by identifying the
  main idea of the paragraph.
• Repeat steps 1-3 until passage is complete.
• Model
• Provide guided practice
• Provide independent practice
• Notes from Reading Teachers Sourcebook (Chapter
  8 Fluency)

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• Adapted Reading Minute Activity for Module 5
• Questions for student reflection of repeated or
  partner reading (in reading journal)
• Why do you think you made this mistake?
• Did it affect your understanding?
• Do you know what the word means?
• Does the word you said look like the one in the
  text?
• Did you correct the rough area?
• What could you do next time?
• From Retrospective Miscue Analysis, Gretchen
  Owocki Common Core Lesson Book, p. 363-64

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Practice Paired Reading

• Select from one of the texts in your handout.
  Practice reading your text silently for one
  minute.
• Find a reading buddy and take turns reading
  your selection. (one minute each)
• Provide feedback to one another (using
  student reflection questions)

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• Assessment of Reading Fluency
• Developmental View
• - Multidimensional Fluency Scale (NAEP)
• Linguistic View
• Cloze Procedure (deletions)
• Maze Procedure (choices)
• http//www.interventioncentral.org/tools/maze-pass
  age-generator
• Maze Passage Generator, cut and paste content
  text)
• NAEP Fluency Scale
• Automaticity View
• - Rate and Accuracy Assessment (CBM/ORF)
• Reading Fluency Revisited (Ch. 5, Fluency Theory,
  Fluency Research) p. 76-86

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Reading Rates End of Grade Oral Reading
Silent Reading
Rates (WPM) Rates (WPM) 1
50-80 55-80 2 80 -100
80-110 3 100-120 110-135 4
120-145 135-165 5 145-170
165-190 6 170-190
190-210 7-8 190-225
210-230 Figure 6-8, Oral Reading Rates, Ch. 6
Understanding the Fluent Reader
Teaching for Comprehending and
Fluency, Fountas and Pinnell (2006)
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• Progress Monitoring
• Curriculum-Based Measurement Oral Reading Fluency
  Assessment (CBM/ORF)
• Student reads passage for one minute while
  teacher or partner marks mistakes (or records
  reading for later teacher analysis)
• Determine WCPM
• Student Charts WCPM on Fluency Chart
• Accuracy WCPM/WPM
• Notes from Reading Teachers Sourcebook (Chapter
  8 Fluency)

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100
90        
80        
70        
60        
50        
WCPM 60 70 80 90 100
Errors 4 4 5 4 5
Title xxxxx xxxxx xxxxx xxxxx xxxxx
Date 9/7 9/21 10/5 10/19 11/2
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• Measuring Accuracy and Rate in CBM/ORF
• Select passage(s) 250 words at students grade
  placement. Check using text readability formula.
• Student reads passage for one minute, aloud in
  normal way tape-record the reading.
• Mark uncorrected errors (mispronunciations,
  substitutions, reversals, omissions, or words
  pronounced by the examiner after a wait of 2-3
  seconds without an attempt or response from the
  student). Mark point in the text after one minute
  of reading.
• Repeat steps 1 and 2 with two different passages
  (optional) use the median or middle score for
  analysis.
• Determine accuracy by dividing WCPM by the total
  number of words read). Compare the students
  performance against the target norms in Table 1.
• Determine rate by calculating the total number of
  WCPM and comparing the students performance
  against the target norms in Table 2.

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Florida Oral Reading Fluency and MAZE
Assessments (Grade-Level Resources)
http//www.fcrr.org/forf_mazes/forf10-11.shtml
Grades 6, 7, 8, HS MAZE Risk Levels
http//www.fcrr.org/assessment/pdf/forf-maze/Risk
_Levels_Maze_6-8_1011.pdf http//www.fcrr.org/ass
essment/pdf/forf-maze/Risk_Levels_Maze_9-12_1011.p
df ORF Risk Levels http//www.fcrr.org/assessment
/pdf/forf-maze/Risk_Levels_FORF_6-8_1011.pdf http
//www.fcrr.org/assessment/pdf/forf-maze/Risk_Leve
ls_FORF_9-12_1011.pdf
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Is Fluent Expressive Reading Important for HS
Readers?David Paige, Timothy Rasinski, Theresa
Magpuri-Pavell

• Skim the article
• Note recommendations
• Homework Carefully read this article

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Is Fluent Expressive Reading Important for HS
Readers?David Paige, Timothy Rasinski, Theresa
Magpuri-Pavell, 2012

• Dispelling misconceptions about fluency
• Multidimensional Fluency Scale
• Prosody and Silent Reading Comprehension scores
• Choosing materials for prosodic reading
• Wide and Deep Reading
• Assisted Reading
• Take Action Choral Reading
• Oral reading prosody is related to silent
  reading comprehension for secondary students

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Is Fluent Expressive Reading Important for HS
Readers?Take Action Choral Reading

• Choose a short text (100-150 words)
• Provide a copy
• Teacher reads with expression
• Students join in choral reading
• Listen for rough spots
• (Audio record first and last reading)
• Choral Reading of Compassion and the World
• (Handout)

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• Assessment of Reading Fluency
• - Multidimensional Fluency Scale (NAEP)
• NAEP Fluency Scale
• Use of each rubric assumes that teachers rating
  students reading have a good sense of
  grade-appropriate expression, volume, phrasing,
  smoothness, and pace in reading.
• 
  - Tim Rasinski
• Assessing Reading Fluency, Educational Service
  Material, ES 0414

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• Multidimensional Fluency Scale (Handout)
• Students read grade-level passage (250 words)
• Record reading teacher later scores reading
• Assign a score (1 to 4 points) on each of 4
  dimensions of fluency
• Expression and Volume
• Phrasing
• Smoothness
• Pace
• A score of 10 making good progress in fluency
• A score of 8 may need additional instruction
  in fluency
• Oral reading prosody is related to silent
  reading comprehension for secondary students
• 
  Paige, Rasinski, Magpuri-Pavell, 2012

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• NAEP Fluency Scale (Handout)
• Holistic scoring
• Goal score of 4
• Assesses more than one dimension
• Phrasing
• Syntax preservation
• Expression

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NAEP Fluency Scale

• NAEP Fluency Scale
• Level 4 Reads primarily in larger, meaningful
  phrase groups. Although some regressions,
  repetitions, and deviations from text may be
  present, these do not appear to detract from the
  overall structure of the story. Preservation of
  the author's syntax is consistent. Some or most
  of the story is read with expressive
  interpretation.
• Level 3 Reads primarily in three- or
  four-word phrase groups. Some smaller groupings
  may be present. However, the majority of phrasing
  seems appropriate and preserves the syntax of the
  author. Little or no expressive interpretation is
  present.
• Level 2 Reads primarily in two-word phrases
  with some three-or four-word groupings. Some
  word-by-word reading may be present. Word
  groupings may seem awkward and unrelated to
  larger context of sentence or passage.
• Level 1 Reads primarily word-by-word.
  Occasional two-word or three-word phrases may
  occur, but these are infrequent and/or they do
  not preserve meaningful syntax.

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• Features of Fluency
• Prosodic Features
• Pitch (high or low tone)
• Loudness (soft of loud voice)
• Speed (fast of slow)
• Pause (short or long)
• Paralinguistic Features
• Whisper, breathiness, huskies, nasality, over
  articulation
• Examples of Prosodic and Paralinguistic Features
• Clipped, elongated, louder, softer pause, even
  pitch, high pitch, low pitch, whisper, nasality,
  breathiness, lip rounding
• The Reading Teachers Book of Lists, Fry and
  Kress (2006), List122

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• Additional Oral Reading Activities
• Sentence Tunes (List 125)
• Change the way we say something to change the
  meaning
• Multi-tuned sentences
• Supersegmental phonemes
• Shift emphasis
• Example sentences
• I did not say you stole my red hat. (Handout)
• Tom didnt push George first.
• I didnt tell Mom you spent the dollar.
• Other Oral Reading Activities (List 126)
• The Reading Teachers Book of Lists , Fry and
  Kress (2006), List125

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Change Punctuation and Emphasis for Different
Meaning

• Save soap and waste paper.
• Woman without her man is helpless.
• Why did YOU drive to the store?
• Why did you DRIVE to the store?
• Why did you drive to the STORE?

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• Fluency as Addressed in
• MI Comprehensive Literacy Profile/Plan
• http//comprehensiveliteracy.weebly.com/reading-fl
  uency.html
• Assessments
• NAEP Oral Reading Fluency Scale
• Multi-Dimensional Fluency Rubric
• Oral/Silent Reading Fluency CBM
• Strategies
• Guided Highlighted Reading
• Choral Reading
• Readers Theatre (Theater)
• Repeated Readings
• Is Fluent, Expressive Reading Important for High
  School Readers?
• Paige, Rasinski, Magpuri-Lavell
• Interventions role of automaticity of basic
  component skills, and how students can
  instinctively associate what words look like with
  what they mean
• Repeated Readings for Juncture and Phrasing

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• Caveats about oral reading fluency in MS students
• The most important outcome for students is that
  they understand and learn from the texts they
  read. If students have below-average fluency but
  demonstrate average or above comprehension, it
  may not be appropriate to spend considerable time
  on improving their rate of reading.
• Students who read above 90-100 WCPM with 90
  percent accuracy in grade-level text may benefit
  from time spent on enhancing their background
  knowledge, vocabulary, and/or comprehension
  rather than on fluency instruction.
• Notes from Reading Teachers Sourcebook (Chapter
  8 Fluency)

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• Readers Theatre
• Readers speak clearly, use appropriate volume,
  read the text accurately and with expression.
• Members of the group cooperate use rehearsal
  time wisely.
• Procedure
• Select materials to read.
• Develop the script.
• Assign roles.
• Practice, practice, practice
• Perform
• Discuss
• Readers Theater Resources http//www.literacyconn
  ections.com/ReadersTheater.php
• Notes from Reading Teachers Sourcebook (Chapter
  8 Fluency)

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Readers Theatre

• Engage students in Readers Theatre or plays
  where the teacher is the coach and provides
  feedback on how the lines are delivered.
• Resources
• Chris Gustafsons Acting Cool! Using Readers
  Theater to Teach Language Arts and Social Studies
  in Your Classroom Grades 5 -7
• http//www.playsmag.com

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Additional Fluency Resources Literacy Leader
Fluency Resources http//www.literacyleader.com/?
qfluency
Add slides to describe passport requirements
Assignments Read to students ______
(modeling) Vary the student practice (reading
minute with summary, repeated paired reading,
choral reading, _____) Chart with _____ entries
representing Accuracy /Rate and journal
entries with metacognitive log entries